Analysis of the Integration of ChatGPT in University Learning Supported by Blogs

Abstract

Generative artificial intelligence (AI) is revolutionizing the academic landscape, prompting educators to rethink traditional teaching and learning models. This study offers concrete recommendations for the effective implementation of ChatGPT in university technical courses and proposes its pedagogical integration combined with reflective tools such as digital blogs to mitigate the risks of technology dependency. It also highlights the need for additional research evaluating its long-term impact in different educational contexts. ChatGPT was implemented as a virtual assistant in a technical course for second-year digital marketing students, with the aim of facilitating error resolution, offering detailed explanations, and streamlining practical activities. Simultaneously, individual blogs were used as a metacognitive strategy to document the learning process, promoting critical reflection and analysis of the experience with AI. Through a mixed-methodological approach, surveys, structured observations, and analysis of submissions from 120 students were conducted over a 12-week period. The results reveal a 30% reduction in the time required to complete assignments and a 25% improvement in code quality and comprehension. However, challenges related to technological dependency emerged, which were mitigated by implementing individual blogs as reflective tools for recording processes, errors, and solutions adopted by students during practical activities. These findings reinforce the importance of combining AI tools with traditional pedagogical methodologies adapted to current technological demands. In conclusion, ChatGPT not only optimizes the technical quality of projects but also encourages critical and reflective interaction, establishing an adaptable framework for future innovative pedagogical approaches in higher education.